Video Resources for the PSHE Association Programme of Study
Written By Jennifer Haynes
Updated September 2025 to include Peerscroller Primary content
If you're following the PSHE Association’s scheme of work, this guide is here to help. We've mapped our Peerscroller videos to specific learning opportunities within the framework, making it easy to find engaging resources that support your lessons.
Covering Health and Wellbeing, Relationships, and Living in the Wider World across Key Stages 2 to 5, our videos bring PSHE topics to life in a relatable and accessible way. Use this guide to quickly locate relevant content and enhance your teaching with ease.
Here’s how to use this guide:
1. Choose your Key Stage - Start by selecting the Key Stage you're working with (KS2, KS3, KS4, or College).
2. Find your learning objective - Expand the relevant PSHE core theme to find the specific learning objective you're planning to cover.
3. Pick a video - Click the link to explore Peerscroller videos that match your objective. Choose the one that best fits your lesson - ready to use with no extra prep needed!
Learning Objectives & Matching Peerscroller Videos:
| Objective | Description | Videos |
|---|---|---|
| KS2-H1 | How to make informed decisions about health | Browse videos |
| KS2-H2 | About the elements of a balanced, healthy lifestyle | Browse videos |
| KS2-H3 | About choices that support a healthy lifestyle, and recognise what might influence these | Browse videos |
| KS2-H4 | How to recognise that habits can have both positive and negative effects on a healthy lifestyle | Browse videos |
| KS2-H5 | About what good physical health means - how to recognise early signs of physical illness | Browse videos |
| KS2-H6 | About what constitutes a healthy diet - how to plan healthy meals - benefits to health and wellbeing of eating nutritionally rich foods - risks associated with not eating a healthy diet including obesity and tooth decay | Browse videos |
| KS2-H7 | How regular (daily/weekly) exercise benefits mental and physical health (e.g. walking or cycling to school, daily active mile) - recognise opportunities to be physically active and some of the risks associated with an inactive lifestyle | Browse videos |
| KS2-H8 | About how sleep contributes to a healthy lifestyle - routines that support good quality sleep - the effects of lack of sleep on the body, feelings, behaviour and ability to learn | Browse videos |
| KS2-H9 | That bacteria and viruses can affect health - how everyday hygiene routines can limit the spread of infection - the wider importance of personal hygiene and how to maintain it | Browse videos |
| KS2-H10 | How medicines, when used responsibly, contribute to health - that some diseases can be prevented by vaccinations and immunisations - how allergies can be managed | Browse videos |
| KS2-H11 | How to maintain good oral hygiene (including correct brushing and flossing) - why regular visits to the dentist are essential - the impact of lifestyle choices on dental care (e.g., sugar consumption/acidic drinks such as fruit juices, smoothies and fruit teas - the effects of smoking). | Browse videos |
| KS2-H12 | About the benefits of sun exposure and risks of overexposure - how to keep safe from sun damage and sun/heat stroke and reduce the risk of skin cancer. | Browse videos |
| KS2-H13 | About the benefits of the internet - the importance of balancing time online with other activities - strategies for managing time online. | Browse videos |
| KS2-H14 | How and when to seek support, including which adults to speak to in and outside school, if they are worried about their health. | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS2-H15 | That mental health, just like physical health, is part of daily life - the importance of taking care of mental health | Browse videos |
| KS2-H16 | About strategies and behaviours that support mental health — including how good quality sleep, physical exercise/time outdoors, being involved in community groups, doing things for others, clubs, and activities, hobbies and spending time with family and friends can support mental health and wellbeing | Browse videos |
| KS2-H17 | To recognise that feelings can change over time and range in intensity | Browse videos |
| KS2-H18 | About everyday things that affect feelings and the importance of expressing feelings | Browse videos |
| KS2-H19 | A varied vocabulary to use when talking about feelings - about how to express feelings in different ways | Browse videos |
| KS2-H20 | Strategies to respond to feelings, including intense or conflicting feelings - how to manage and respond to feelings appropriately and proportionately in different situations | Browse videos |
| KS2-H21 | To recognise warning signs about mental health and wellbeing and how to seek support for themselves and others | Browse videos |
| KS2-H22 | To recognise that anyone can experience mental health challenges - that difficulties can be resolved with help and support - and that it is important to discuss feelings with a trusted adult | Browse videos |
| KS2-H23 | About change and loss, including death, and how these can affect feelings - ways of expressing and managing grief and bereavement | Browse videos |
| KS2-H24 | Problem-solving strategies for dealing with emotions, challenges and change, including the transition to new schools | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS2-H25 | About personal identity - what contributes to who we are (e.g. ethnicity, family, gender, faith, culture, hobbies, likes/dislikes) | Browse videos |
| KS2-H26 | That for some people gender identity does not correspond with their biological sex | Browse videos |
| KS2-H27 | To recognise their individuality and personal qualities | Browse videos |
| KS2-H28 | To identify personal strengths, skills, achievements and interests and how these contribute to a sense of self-worth | Browse videos |
| KS2-H29 | About how to manage setbacks/perceived failures, including how to re-frame unhelpful thinking | Browse videos |
| KS2-H30 | To identify the external genitalia and internal reproductive organs in males and females and how the process of puberty relates to human reproduction | Browse videos |
| KS2-H31 | About the physical and emotional changes that happen when approaching and during puberty (including menstruation, key facts about the menstrual cycle and menstrual wellbeing, erections and wet dreams) | Browse videos |
| KS2-H32 | About how hygiene routines change during the time of puberty, the importance of keeping clean and how to maintain personal hygiene | Browse videos |
| KS2-H33 | About the processes of reproduction and birth as part of the human life cycle - how babies are conceived and born (and that there are ways to prevent a baby being made) - how babies need to be cared for | Browse videos |
| KS2-H34 | About where to get more information, help and advice about growing and changing, especially about puberty | Browse videos |
| KS2-H35 | About the new opportunities and responsibilities that increasing independence may bring | Browse videos |
| KS2-H36 | Strategies to manage transitions between classes and key stages | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS2-H37 | Reasons for following and complying with regulations and restrictions (including age restrictions) - how they promote personal safety and wellbeing with reference to social media, television programmes, films, games and online gaming | Browse videos |
| KS2-H38 | How to predict, assess and manage risk in different situations | Browse videos |
| KS2-H39 | About hazards (including fire risks) that may cause harm, injury or risk in the home and what they can do to reduce risks and keep safe | Browse videos |
| KS2-H40 | About the importance of taking medicines correctly and using household products safely, (e.g. following instructions carefully) | Browse videos |
| KS2-H41 | Strategies for keeping safe in the local environment or unfamiliar places (rail, water, road) and firework safety - safe use of digital devices when out and about | Browse videos |
| KS2-H42 | About the importance of keeping personal information private - strategies for keeping safe online, including how to manage requests for personal information or images of themselves and others - what to do if frightened or worried by something seen or read online and how to report concerns, inappropriate content and contact | Browse videos |
| KS2-H43 | About what is meant by first aid - basic techniques for dealing with common injuries | Browse videos |
| KS2-H44 | How to respond and react in an emergency situation - how to identify situations that may require the emergency services - know how to contact them and what to say | Browse videos |
| KS2-H45 | That female genital mutilation (FGM) is against British law, what to do and whom to tell if they think they or someone they know might be at risk (Teaching about FGM could be included in units on health, keeping safe, safe relationships, privacy, body parts (including external genitalia).) | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS2-H46 | About the risks and effects of legal drugs common to everyday life (e.g. cigarettes, e-cigarettes/vaping, alcohol and medicines) and their impact on health - recognise that drug use can become a habit which can be difficult to break | Browse videos |
| KS2-H47 | To recognise that there are laws surrounding the use of legal drugs and that some drugs are illegal to own, use and give to others | Browse videos |
| KS2-H48 | About why people choose to use or not use drugs (including nicotine, alcohol and medicines) | Browse videos |
| KS2-H49 | About the mixed messages in the media about drugs, including alcohol and smoking/vaping | Browse videos |
| KS2-H50 | About the organisations that can support people concerning alcohol, tobacco and nicotine or other drug use - people they can talk to if they have concerns | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS2-L1 | To recognise reasons for rules and laws - consequences of not adhering to rules and laws | Browse videos |
| KS2-L2 | To recognise there are human rights, that are there to protect everyone | Browse videos |
| KS2-L3 | About the relationship between rights and responsibilities | Browse videos |
| KS2-L4 | The importance of having compassion towards others - shared responsibilities we all have for caring for other people and living things - how to show care and concern for others | Browse videos |
| KS2-L5 | Ways of carrying out shared responsibilities for protecting the environment in school and at home - how everyday choices can affect the environment (e.g. reducing, reusing, recycling - food choices) | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS2-L6 | About the different groups that make up their community - what living in a community means | Browse videos |
| KS2-L7 | To value the different contributions that people and groups make to the community | Browse videos |
| KS2-L8 | About diversity: what it means - the benefits of living in a diverse community - about valuing diversity within communities | Browse videos |
| KS2-L9 | About stereotypes - how they can negatively influence behaviours and attitudes towards others - strategies for challenging stereotypes | Browse videos |
| KS2-L10 | About prejudice - how to recognise behaviours/actions which discriminate against others - ways of responding to it if witnessed or experienced | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS2-L11 | Recognise ways in which the internet and social media can be used both positively and negatively | Browse videos |
| KS2-L12 | How to assess the reliability of sources of information online - and how to make safe, reliable choices from search results | Browse videos |
| KS2-L13 | About some of the different ways information and data is shared and used online, including for commercial purposes | Browse videos |
| KS2-L14 | About how information on the internet is ranked, selected and targeted at specific individuals and groups - that connected devices can share information | Browse videos |
| KS2-L15 | Recognise things appropriate to share and things that should not be shared on social media - rules surrounding distribution of images | Browse videos |
| KS2-L16 | About how text and images in the media and on social media can be manipulated or invented - strategies to evaluate the reliability of sources and identify misinformation | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS2-L17 | About the different ways to pay for things and the choices people have about this | Browse videos |
| KS2-L18 | To recognise that people have different attitudes towards saving and spending money - what influences people’s decisions - what makes something ‘good value for money’ | Browse videos |
| KS2-L19 | That people’s spending decisions can affect others and the environment (e.g. Fair trade, buying single-use plastics, or giving to charity) | Browse videos |
| KS2-L20 | To recognise that people make spending decisions based on priorities, needs and wants | Browse videos |
| KS2-L21 | Different ways to keep track of money | Browse videos |
| KS2-L22 | About risks associated with money (e.g. money can be won, lost or stolen) and ways of keeping money safe | Browse videos |
| KS2-L23 | About the risks involved in gambling - different ways money can be won or lost through gambling-related activities and their impact on health, wellbeing and future aspirations | Browse videos |
| KS2-L24 | To identify the ways that money can impact on people’s feelings and emotions | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS2-L25 | To recognise positive things about themselves and their achievements - set goals to help achieve personal outcomes | Browse videos |
| KS2-L26 | That there is a broad range of different jobs/careers that people can have - that people often have more than one career/type of job during their life | Browse videos |
| KS2-L27 | About stereotypes in the workplace and that a person’s career aspirations should not be limited by them | Browse videos |
| KS2-L28 | About what might influence people’s decisions about a job or career (e.g. personal interests and values, family connections to certain trades or businesses, strengths and qualities, ways in which stereotypical assumptions can deter people from aspiring to certain jobs) | Browse videos |
| KS2-L29 | That some jobs are paid more than others and money is one factor which may influence a person’s job or career choice - that people may choose to do voluntary work which is unpaid | Browse videos |
| KS2-L30 | About some of the skills that will help them in their future careers e.g. teamwork, communication and negotiation | Browse videos |
| KS2-L31 | To identify the kind of job that they might like to do when they are older | Browse videos |
| KS2-L32 | To recognise a variety of routes into careers (e.g. college, apprenticeship, university) | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS2-R1 | To recognise that there are different types of relationships (e.g. friendships, family relationships, romantic relationships, online relationships) | Browse videos |
| KS2-R2 | That people may be attracted to someone emotionally, romantically and sexually - that people may be attracted to someone of the same sex or different sex to them - that gender identity and sexual orientation are different | Browse videos |
| KS2-R3 | About marriage and civil partnership as a legal declaration of commitment made by two adults who love and care for each other, which is intended to be lifelong | Browse videos |
| KS2-R4 | That forcing anyone to marry against their will is a crime - that help and support is available to people who are worried about this for themselves or others | Browse videos |
| KS2-R5 | That people who love and care for each other can be in a committed relationship (e.g. marriage), living together, but may also live apart | Browse videos |
| KS2-R6 | That a feature of positive family life is caring relationships - about the different ways in which people care for one another | Browse videos |
| KS2-R7 | To recognise and respect that there are different types of family structure (including single parents, same-sex parents, step-parents, blended families, foster parents) - that families of all types can give family members love, security and stability | Browse videos |
| KS2-R8 | To recognise other shared characteristics of healthy family life, including commitment, care, spending time together - being there for each other in times of difficulty | Browse videos |
| KS2-R9 | How to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS2-R10 | About the importance of friendships - strategies for building positive friendships - how positive friendships support wellbeing | Browse videos |
| KS2-R11 | What constitutes a positive healthy friendship (e.g. mutual respect, trust, truthfulness, loyalty, kindness, generosity, sharing interests and experiences, support with problems and difficulties) - that the same principles apply to online friendships as to face-to-face relationships | Browse videos |
| KS2-R12 | To recognise what it means to ‘know someone online’ and how this differs from knowing someone face-to-face - risks of communicating online with others not known face-to-face | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS2-R13 | The importance of seeking support if feeling lonely or excluded | Browse videos |
| KS2-R14 | That healthy friendships make people feel included - recognise when others may feel lonely or excluded - strategies for how to include them | Browse videos |
| KS2-R15 | Strategies for recognising and managing peer influence and a desire for peer approval in friendships - to recognise the effect of online actions on others | Browse videos |
| KS2-R16 | How friendships can change over time, about making new friends and the benefits of having different types of friends | Browse videos |
| KS2-R17 | That friendships have ups and downs - strategies to resolve disputes and reconcile differences positively and safely | Browse videos |
| KS2-R18 | To recognise if a friendship (online or offline) is making them feel unsafe or uncomfortable - how to manage this and ask for support if necessary | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS2-R19 | About the impact of bullying, including offline and online, and the consequences of hurtful behaviour | Browse videos |
| KS2-R20 | Strategies to respond to bullying and hurtful behaviour experienced or witnessed, offline and online (including teasing, name-calling, exclusion, or spreading rumours) | Browse videos |
| KS2-R21 | About the importance of talking to someone and getting support about bullying or other hurtful behaviour, and how to do so | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS2-R22 | About privacy and personal boundaries - what is appropriate in friendships and wider relationships (including online) | Browse videos |
| KS2-R23 | About why someone may behave differently online, including pretending to be someone they are not - strategies for recognising risks, harmful content and contact - how to report concerns | Browse videos |
| KS2-R24 | How to respond safely and appropriately to adults they may encounter (in all contexts including online) whom they do not know | Browse videos |
| KS2-R25 | Recognise different types of physical contact - what is acceptable and unacceptable - strategies to respond to unwanted physical contact | Browse videos |
| KS2-R26 | About seeking and giving permission (consent) in different situations | Browse videos |
| KS2-R27 | About keeping something confidential or secret, when this should (e.g., a birthday surprise that others will find out about) or should not be agreed to, and when it is right to break a confidence or share a secret. | Browse videos |
| KS2-R28 | How to recognise pressure from others to do something unsafe or that makes them feel uncomfortable and strategies for managing this. | Browse videos |
| KS2-R29 | Where to get advice and report concerns if worried about their own or someone else’s personal safety (including online). | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS2-R30 | That personal behaviour can affect other people - to recognise and model respectful behaviour online | Browse videos |
| KS2-R31 | To recognise the importance of self-respect and how this can affect their thoughts and feelings about themselves - that everyone, including them, should expect to be treated politely and with respect by others (including when online and/or anonymous) in school and in wider society - strategies to improve or support courteous, respectful relationships | Browse videos |
| KS2-R32 | About respecting the differences and similarities between people and recognising what they have in common with others e.g. physically, in personality or background | Browse videos |
| KS2-R33 | To listen and respond respectfully to a wide range of people, including those whose traditions, beliefs and lifestyle are different to their own | Browse videos |
| KS2-R34 | How to discuss and debate topical issues, respect other people’s point of view and constructively challenge those they disagree with | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-H1 | How we are all unique - that recognising and demonstrating personal strengths build self-confidence, self-esteem and good health and wellbeing | Browse videos |
| KS3-H2 | To understand what can affect wellbeing and resilience (e.g. life changes, relationships, achievements and employment) | Browse videos |
| KS3-H3 | The impact that media and social media can have on how people think about themselves and express themselves, including regarding body image, physical and mental health | Browse videos |
| KS3-H4 | Simple strategies to help build resilience to negative opinions, judgments and comments | Browse videos |
| KS3-H5 | To recognise and manage internal and external influences on decisions which affect health and wellbeing | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-H6 | How to identify and articulate a range of emotions accurately and sensitively, using appropriate vocabulary | Browse videos |
| KS3-H7 | The characteristics of mental and emotional health and strategies for managing these | Browse videos |
| KS3-H8 | The link between language and mental health stigma and develop strategies to challenge stigma and misconceptions associated with help-seeking and mental health concerns | Browse videos |
| KS3-H9 | Strategies to understand and build resilience, as well as how to respond to disappointments and setbacks | Browse videos |
| KS3-H10 | A range of healthy coping strategies and ways to promote wellbeing and boost mood, including physical activity, participation and the value of positive relationships in providing support | Browse videos |
| KS3-H11 | The causes and triggers for unhealthy coping strategies, such as self-harm and eating disorders, and the need to seek help for themselves or others as soon as possible | Browse videos |
| KS3-H12 | How to recognise when they or others need help with their mental health and wellbeing - sources of help and support and strategies for accessing what they need | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-H14 | The importance of, and strategies for, maintaining a balance between school, work, leisure, exercise, and online activities | Browse videos |
| KS3-H15 | The importance of sleep and strategies to maintain good quality sleep | Browse videos |
| KS3-H16 | To recognise and manage what influences their choices about physical activity | Browse videos |
| KS3-H17 | The role of a balanced diet as part of a healthy lifestyle and the impact of unhealthy food choices | Browse videos |
| KS3-H18 | What might influence decisions about eating a balanced diet and strategies to manage eating choices | Browse videos |
| KS3-H19 | The importance of taking increased responsibility for their own physical health including dental check-ups, sun safety and self-examination (especially testicular self-examination in late KS3) - the purpose of vaccinations offered during adolescence for individuals and society. | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-H20 | Strategies for maintaining personal hygiene, including oral health, and prevention of infection | Browse videos |
| KS3-H21 | How to access health services when appropriate | Browse videos |
| KS3-H22 | The risks and facts associated with female genital mutilation (FGM), its status as a criminal act and strategies to safely access support for themselves or others who may be at risk, or who have already been subject to FGM | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-H23 | The positive and negative uses of drugs in society including the safe use of prescribed and over the counter medicines - responsible use of antibiotics | Browse videos |
| KS3-H24 | To evaluate misconceptions, social norms, and cultural values relating to drug, alcohol and tobacco use | Browse videos |
| KS3-H25 | Strategies to manage a range of influences on drug, alcohol and tobacco use, including peers | Browse videos |
| KS3-H26 | Information about alcohol, nicotine and other legal and illegal substances, including the short-term and long-term health risks associated with their use | Browse videos |
| KS3-H27 | The personal and social risks and consequences of substance use and misuse including occasional use | Browse videos |
| KS3-H28 | The law relating to the supply, use and misuse of legal and illegal substances | Browse videos |
| KS3-H29 | About the concepts of dependence and addiction including awareness of help to overcome addictions | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-H30 | How to identify risk and manage personal safety in increasingly independent situations, including online | Browse videos |
| KS3-H31 | Ways of assessing and reducing risk in relation to health, wellbeing and personal safety | Browse videos |
| KS3-H32 | The risks associated with gambling and recognise that chance-based transactions can carry similar risks - strategies for managing peer and other influences relating to gambling | Browse videos |
| KS3-H33 | How to get help in an emergency and perform basic first aid, including cardio-pulmonary resuscitation (CPR) and the use of defibrillators | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-H34 | Strategies to manage the physical and mental changes that are a typical part of growing up, including puberty and menstrual wellbeing | Browse videos |
| KS3-H35 | About the purpose, importance and different forms of contraception - how and where to access contraception and advice (see also Relationships) | Browse videos |
| KS3-H36 | That certain infections can be spread through sexual activity and that barrier contraceptives offer some protection against certain sexually transmitted infections (STIs) | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-L1 | Study, organisational, research and presentation skills | Browse videos |
| KS3-L2 | To review their strengths, interests, skills, qualities and values and how to develop them | Browse videos |
| KS3-L3 | To set realistic yet ambitious targets and goals | Browse videos |
| KS3-L4 | The skills and attributes that employers value | Browse videos |
| KS3-L5 | The skills and qualities required to engage in enterprise | Browse videos |
| KS3-L6 | The importance and benefits of being a lifelong learner | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-L7 | About the options available to them at the end of key stage 3, sources of information, advice and support, and the skills to manage this decision-making process | Browse videos |
| KS3-L8 | About routes into work, training and other vocational and academic opportunities, and progression routes | Browse videos |
| KS3-L9 | The benefits of setting ambitious goals and being open to opportunities in all aspects of life | Browse videos |
| KS3-L10 | To recognise and challenge stereotypes and family or cultural expectations that may limit aspirations | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-L11 | Different types and patterns of work, including employment, self-employment and voluntary work - that everyone has a different pathway through life, education and work | Browse videos |
| KS3-L12 | About different work roles and career pathways, including clarifying their own early aspirations | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-L13 | About young people’s employment rights and responsibilities | Browse videos |
| KS3-L14 | To manage emotions in relation to future employment | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-L15 | To assess and manage risk in relation to financial decisions that young people might make | Browse videos |
| KS3-L16 | About values and attitudes relating to finance, including debt | Browse videos |
| KS3-L17 | To manage emotions in relation to money | Browse videos |
| KS3-L18 | To evaluate social and moral dilemmas about the use of money, including the influence of advertising and peers on financial decisions | Browse videos |
| KS3-L19 | To recognise financial exploitation in different contexts e.g. drug and money mules, online scams | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-L20 | That features of the internet can amplify risks and opportunities, e.g. speed and scale of information sharing, blurred public and private boundaries and a perception of anonymity | Browse videos |
| KS3-L21 | To establish personal values and clear boundaries around aspects of life that they want to remain private - strategies to safely manage personal information and images online, including on social media | Browse videos |
| KS3-L22 | The benefits and positive use of social media, including how it can offer opportunities to engage with a wide variety of views on different issues | Browse videos |
| KS3-L23 | To recognise the importance of seeking a variety of perspectives on issues and ways of assessing the evidence which supports those views | Browse videos |
| KS3-L24 | To understand how the way people present themselves online can have positive and negative impacts on them | Browse videos |
| KS3-L25 | To make informed decisions about whether different media and digital content are appropriate to view and develop the skills to act on them | Browse videos |
| KS3-L26 | That on any issue there will be a range of viewpoints - to recognise the potential influence of extreme views on people’s attitudes and behaviors | Browse videos |
| KS3-L27 | To respond appropriately when things go wrong online, including confidently accessing support, reporting to authorities and platforms | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-R1 | About different types of relationships, including those within families, friendships, romantic or intimate relationships and the factors that can affect them | Browse videos |
| KS3-R2 | Indicators of positive, healthy relationships and unhealthy relationships, including online | Browse videos |
| KS3-R3 | About the similarities, differences and diversity among people of different race, culture, ability, sex, gender identity, age and sexual orientation | Browse videos |
| KS3-R4 | The difference between biological sex, gender identity and sexual orientation | Browse videos |
| KS3-R5 | To recognise that sexual attraction and sexuality are diverse | Browse videos |
| KS3-R6 | That marriage is a legal, social and emotional commitment that should be entered into freely, and never forced upon someone through threat or coercion | Browse videos |
| KS3-R7 | How the media portrays relationships and the potential impact of this on people’s expectations of relationships | Browse videos |
| KS3-R8 | That the portrayal of sex in the media and social media (including pornography) can affect people’s expectations of relationships and sex | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-R9 | To clarify and develop personal values in friendships, love and sexual relationships | Browse videos |
| KS3-R10 | The importance of trust in relationships and the behaviors that can undermine or build trust | Browse videos |
| KS3-R11 | To evaluate expectations about gender roles, behavior and intimacy within romantic relationships | Browse videos |
| KS3-R12 | That everyone has the choice to delay sex, or to enjoy intimacy without sex | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-R13 | How to safely and responsibly form, maintain and manage positive relationships, including online | Browse videos |
| KS3-R14 | The qualities and behaviors they should expect and exhibit in a wide variety of positive relationships (including in school and wider society, family and friendships, including online) | Browse videos |
| KS3-R15 | To further develop and rehearse the skills of team working | Browse videos |
| KS3-R16 | To further develop the skills of active listening, clear communication, negotiation and compromise | Browse videos |
| KS3-R17 | Strategies to identify and reduce risk from people online that they do not already know - when and how to access helpks3-r | Browse videos |
| KS3-R18 | To manage the strong feelings that relationships can cause (including sexual attraction) | Browse videos |
| KS3-R19 | To develop conflict management skills and strategies to reconcile after disagreements | Browse videos |
| KS3-R20 | To manage the influence of drugs and alcohol on decision-making within relationships and social situations | Browse videos |
| KS3-R21 | How to manage the breakdown of a relationship (including its digital legacy), loss and change in relationships | Browse videos |
| KS3-R22 | The effects of change, including loss, separation, divorce and bereavement - strategies for managing these and accessing support | Browse videos |
| KS3-R23 | The services available to support healthy relationships and manage unhealthy relationships, and how to access them | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-R24 | That consent is freely given - that being pressurised, manipulated or coerced to agree to something is not giving consent, and how to seek help in such circumstances | Browse videos |
| KS3-R25 | About the law relating to sexual consent | Browse videos |
| KS3-R26 | How to seek, give, not give and withdraw consent (in all contexts, including online) | Browse videos |
| KS3-R27 | That the seeker of consent is legally and morally responsible for ensuring that consent has been given - that if consent is not given or is withdrawn, that decision should always be respected | Browse videos |
| KS3-R28 | To gauge readiness for sexual intimacy | Browse videos |
| KS3-R29 | The impact of sharing sexual images of others without consent | Browse videos |
| KS3-R30 | How to manage any request or pressure to share an image of themselves or others, and how to get help | Browse videos |
| KS3-R31 | That intimate relationships should be pleasurable | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-R32 | The communication and negotiation skills necessary for contraceptive use in healthy relationships (see also ‘Health’) | Browse videos |
| KS3-R33 | The risks related to unprotected sex | Browse videos |
| KS3-R34 | The consequences of unintended pregnancy, sources of support and the options available | Browse videos |
| KS3-R35 | The roles and responsibilities of parents, carers and children in families | Browse videos |
| KS3-R36 | The nature and importance of stable, long-term relationships (including marriage and civil partnerships) for family life and bringing up children | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-R37 | The characteristics of abusive behaviors, such as grooming, sexual harassment, sexual and emotional abuse, violence and exploitation - to recognise warning signs, including online - how to report abusive behaviors or access support for themselves or others | Browse videos |
| KS3-R38 | To recognise bullying, and its impact, in all its forms - the skills and strategies to manage being targeted or witnessing others being bullied | Browse videos |
| KS3-R39 | The impact of stereotyping, prejudice and discrimination on individuals and relationships | Browse videos |
| KS3-R40 | About the unacceptability of prejudice-based language and behavior, offline and online, including sexism, homophobia, biphobia, transphobia, racism, ableism and faith-based prejudice | Browse videos |
| KS3-R41 | The need to promote inclusion and challenge discrimination, and how to do so safely, including onlines | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS3-R42 | To recognise peer influence and to develop strategies for managing it, including online | Browse videos |
| KS3-R43 | The role peers can play in supporting one another to resist pressure and influence, challenge harmful social norms and access appropriate support | Browse videos |
| KS3-R44 | That the need for peer approval can generate feelings of pressure and lead to increased risk-taking - strategies to manage this | Browse videos |
| KS3-R45 | About the factors that contribute to young people joining gangs - the social, legal and physical consequences of gang behaviors | Browse videos |
| KS3-R46 | Strategies to manage pressure to join a gang, exit strategies and how to access appropriate support | Browse videos |
| KS3-R47 | Motivations, misconceptions and consequences of carrying weapons and strategies for managing pressure to carry a weapon | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS4-H1 | To accurately assess their areas of strength and development, and where appropriate, act upon feedback | Browse videos |
| KS4-H2 | How self-confidence self-esteem, and mental health are affected positively and negatively by internal and external influences and ways of managing this | Browse videos |
| KS4-H3 | How different media portray idealised and artificial body shapes - how this influences body satisfaction and body image and how to critically appraise what they see and manage feelings about this | Browse videos |
| KS4-H4 | Strategies to develop assertiveness and build resilience to peer and other influences that affect both how they think about themselves and their health and wellbeing | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS4-H5 | The characteristics of mental and emotional health - to develop empathy and understanding about how daily actions can affect people’s mental health | Browse videos |
| KS4-H6 | About change and its impact on mental health and wellbeing and to recognise the need for emotional support during life changes and/or difficult experiences | Browse videos |
| KS4-H7 | A broad range of strategies — cognitive and practical — for promoting their own emotional wellbeing, for avoiding negative thinking and for ways of managing mental health concerns | Browse videos |
| KS4-H8 | To recognise warning signs of common mental and emotional health concerns (including stress, anxiety and depression), what might trigger them and what help or treatment is available | Browse videos |
| KS4-H9 | The importance of and ways to pre-empt common triggers and respond to warning signs of unhealthy coping strategies, such as self-harm and eating disorders in themselves and others | Browse videos |
| KS4-H10 | How to recognise when they or others need help with their mental health and wellbeing - to explore and analyse ethical issues when peers need help - strategies and skills to provide basic support and identify and access the most appropriate sources of help | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS4-H11 | To make informed lifestyle choices regarding sleep, diet and exercise | Browse videos |
| KS4-H12 | The benefits of having a balanced approach to spending time online | Browse videos |
| KS4-H13 | To identify, evaluate and independently access reliable sources of information, advice and support for all aspects of physical and mental health | Browse videos |
| KS4-H14 | About the health services available to people - strategies to become a confident user of the NHS and other health services - to overcome potential concerns or barriers to seeking help | Browse videos |
| KS4-H15 | The purpose of blood, organ and stem cell donation for individuals and society | Browse videos |
| KS4-H16 | How to take increased personal responsibility for maintaining and monitoring health including cancer prevention, screening and self-examination | Browse videos |
| KS4-H17 | To assess and manage risks associated with cosmetic and aesthetic procedures, including tattooing, piercings and the use of sunbeds | Browse videos |
| KS4-H18 | The ways in which industries and advertising can influence health and harmful behaviours | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS4-H19 | The consequences of substance use and misuse for the mental and physical health and wellbeing of individuals and their families, and the wider consequences for communities | Browse videos |
| KS4-H20 | Wider risks of illegal substance use for individuals, including for personal safety, career, relationships and future lifestyle | Browse videos |
| KS4-H21 | To identify, manage and seek help for unhealthy behaviours, habits and addictions including smoking cessation | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS4-H22 | Ways to identify risk and manage personal safety in new social settings, workplaces, and environments, including online | Browse videos |
| KS4-H23 | Strategies for identifying risky and emergency situations, including online - ways to manage these and get appropriate help, including where there may be legal consequences (e.g. drugs and alcohol, violent crime and gangs) | Browse videos |
| KS4-H24 | To increase confidence in performing emergency first aid and life-saving skills, including cardio-pulmonary resuscitation (CPR) and the use of defibrillators | Browse videos |
| KS4-H25 | To understand and build resilience to thinking errors associated with gambling (e.g. ‘gambler’s fallacy’) the range of gambling-related harms , and how to access support for themselves or others | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS4-H26 | The different types of intimacy — including online — and their potential emotional and physical consequences (both positive and negative) | Browse videos |
| KS4-H27 | About specific STIs, their treatment and how to reduce the risk of transmission | Browse videos |
| KS4-H28 | How to respond if someone has, or may have, an STI (including ways to access sexual health services) | Browse videos |
| KS4-H29 | To overcome barriers, (including embarrassment and misconceptions) about sexual health and the use of sexual health services | Browse videos |
| KS4-H30 | About healthy pregnancy and how lifestyle choices affect a developing foetus | Browse videos |
| KS4-H31 | That fertility can vary in all people, changes over time (including menopause) and can be affected by STIs and other lifestyle factors | Browse videos |
| KS4-H32 | About the possibility of miscarriage and support available to people who are not able to conceive or maintain a pregnancy | Browse videos |
| KS4-H33 | About choices and support available in the event of an unplanned pregnancy, and how to access appropriate help and advice | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS4-L1 | To evaluate and further develop their study and employability skills | Browse videos |
| KS4-L2 | To evaluate their own personal strengths and areas for development and use this to inform goal setting | Browse videos |
| KS4-L3 | How their strengths, interests, skills and qualities are changing and how these relate to future career choices and employability | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS4-L4 | About the range of opportunities available to them for career progression, including in education, training and employment | Browse videos |
| KS4-L5 | About the need to challenge stereotypes about particular career pathways, maintain high aspirations for their future and embrace new opportunities | Browse videos |
| KS4-L6 | About the information, advice and guidance available to them on next steps and careers - how to access appropriate support and opportunities | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS4-L7 | About the labor market, local, national and international employment opportunities | Browse videos |
| KS4-L8 | About employment sectors and types, and changing patterns of employment | Browse videos |
| KS4-L9 | To research, secure and take full advantage of any opportunities for work experience that are available | Browse videos |
| KS4-L10 | To develop their career identity, including values in relation to work, and how to maximise their chances when applying for education or employment opportunities | Browse videos |
| KS4-L11 | The benefits and challenges of cultivating career opportunities online | Browse videos |
| KS4-L12 | Strategies to manage their online presence and its impact on career opportunities | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS4-L13 | The skills and attributes to manage rights and responsibilities at work including health and safety procedures | Browse videos |
| KS4-L14 | About confidentiality in the workplace, when it should be kept and when it might need to be broken | Browse videos |
| KS4-L15 | About the unacceptability and illegality of discrimination and harassment in the workplace, and how to challenge it | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS4-L16 | How to effectively budget, including the benefits of saving | Browse videos |
| KS4-L17 | How to effectively make financial decisions, including recognising the opportunities and challenges involved in taking financial risksks4-l16 | Browse videos |
| KS4-L18 | To recognise and manage the range of influences on their financial decisions | Browse videos |
| KS4-L19 | To access appropriate support for financial decision-making and for concerns relating to money, gambling, and consumer rights | Browse videos |
| KS4-L20 | The skills to challenge or seek support for financial exploitation in different contexts including online | Browse videos |
| KS4-L21 | To evaluate the financial advantages, disadvantages, and risks of different models of contractual terms, including self-employment full-time, part-time, and zero-hours contractsks4 | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS4-L22 | That there are positive and safe ways to create and share content online and the opportunities this offers | Browse videos |
| KS4-L23 | Strategies for protecting and enhancing their personal and professional reputation online | Browse videos |
| KS4-L24 | That social media may disproportionately feature exaggerated or inaccurate information about situations, or extreme viewpoints - to recognise why and how this may influence opinions and perceptions of people and events | Browse videos |
| KS4-L25 | How personal data is generated, collected and shared, including by individuals, and the consequences of this | Browse videos |
| KS4-L26 | How data may be used with the aim of influencing decisions, including targeted advertising and other forms of personalisation online - strategies to manage this | Browse videos |
| KS4-L27 | Strategies to critically assess bias, reliability, and accuracy in digital content | Browse videos |
| KS4-L28 | To assess the causes and personal consequences of extremism and intolerance in all their forms | Browse videos |
| KS4-L29 | To recognise the shared responsibility to challenge extreme viewpoints that incite violence or hate and ways to respond to anything that causes anxiety or concern | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS4-R1 | The characteristics and benefits of strong, positive relationships, including mutual support, trust, respect and equality | Browse videos |
| KS4-R2 | The role of pleasure in intimate relationships, including orgasms | Browse videos |
| KS4-R3 | To respond appropriately to indicators of unhealthy relationships, including seeking help where necessary | Browse videos |
| KS4-R4 | The importance of stable, committed relationships, including the rights and protections provided within legally recognised marriages and civil partnerships and the legal status of other long-term relationships | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS4-R9 | To recognise, clarify and if necessary challenge their own values and understand how their values influence their decisions, goals and behaviors | Browse videos |
| KS4-R10 | To understand a variety of faith and cultural practices and beliefs concerning relationships and sexual activity - to respect the role these might play in relationship values | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS4-R11 | Strategies to manage the strong emotions associated with the different stages of relationships | Browse videos |
| KS4-R12 | To safely and responsibly manage changes in personal relationships including the ending of relationships | Browse videos |
| KS4-R13 | Ways to manage grief about changing relationships including the impact of separation, divorce and bereavement - sources of support and how to access them | Browse videos |
| KS4-R14 | The opportunities and potential risks of establishing and conducting relationships online, and strategies to manage the risks | Browse videos |
| KS4-R15 | The legal and ethical responsibilities people have in relation to online aspects of relationships | Browse videos |
| KS4-R16 | To recognise unwanted attention (such as harassment and stalking including online), ways to respond and how to seek help | Browse videos |
| KS4-R17 | Ways to access information and support for relationships including those experiencing difficulties | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS4-R18 | About the concept of consent in maturing relationships | Browse videos |
| KS4-R19 | About the impact of attitudes towards sexual assault and to challenge victim-blaming, including when abuse occurs online | Browse videos |
| KS4-R20 | To recognise the impact of drugs and alcohol on choices and sexual behavior | Browse videos |
| KS4-R21 | The skills to assess their readiness for sex, including sexual activity online, as an individual and within a couple | Browse videos |
| KS4-R22 | To evaluate different motivations and contexts in which sexual images are shared, and possible legal, emotional and social consequences | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS4-R23 | How to choose and access appropriate contraception (including emergency contraception) and negotiate contraception use with a partner | Browse videos |
| KS4-R24 | The physical and emotional responses people may have to unintended pregnancy - the different options available - whom to talk to for accurate, impartial advice and support | Browse videos |
| KS4-R25 | The importance of parenting skills and qualities for family life, the implications of young parenthood and services that offer support for new parents and families | Browse videos |
| KS4-R26 | The reasons why people choose to adopt/foster children | Browse videos |
| KS4-R27 | About the current legal position on abortion and the range of beliefs and opinions about it | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS4-R28 | To recognise when others are using manipulation, persuasion or coercion and how to respond | Browse videos |
| KS4-R29 | The law relating to abuse in relationships, including coercive control and online harassment | Browse videos |
| KS4-R30 | To recognise when a relationship is abusive and strategies to manage this | Browse videos |
| KS4-R31 | The skills and strategies to respond to exploitation, bullying, harassment and control in relationships | Browse videos |
| KS4-R32 | About the challenges associated with getting help in domestic abuse situations of all kinds - the importance of doing so - sources of appropriate advice and support, and how to access them | Browse videos |
| KS4-R33 | The law relating to ‘honour’-based violence and forced marriage - the consequences for individuals and wider society and ways to access support | Browse videos |
| KS4-R34 | Strategies to challenge all forms of prejudice and discrimination | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS4-R35 | To evaluate ways in which their behaviors may influence their peers, positively and negatively, including online, and in situations involving weapons or gangs | Browse videos |
| KS4-R36 | Skills to support younger peers when in positions of influence | Browse videos |
| KS4-R37 | To recognise situations where they are being adversely influenced, or are at risk, due to being part of a particular group or gang - strategies to access appropriate help | Browse videos |
| KS4-R38 | Factors which contribute to young people becoming involved in serious organised crime, including cybercrime | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS5-H1 | Skills and strategies to confidently manage transitional life phases | Browse videos |
| KS5-H2 | To recognise how idealised images of bodies and pressure to conform, can adversely affect body image and self-esteem - strategies to manage this pressure | Browse videos |
| KS5-H3 | To understand the issues and considerations relating to body enhancement or alteration, including long-term consequences | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS5-H4 | To recognise signs of change in mental health and wellbeing and demonstrate a range of strategies for building and maintaining positive mental health, including managing stress and anxiety | Browse videos |
| KS5-H5 | To recognise common mental health issues such as anxiety, depression, eating disorders, self-harm and compulsive behaviours | Browse videos |
| KS5-H6 | To recognise when they, or others, need support with their mental health and effective strategies to address difficulties and promote wellbeing | Browse videos |
| KS5-H7 | To analyse and evaluate support available to manage common mental health issues, and how to access the most appropriate support | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS5-H8 | To take responsibility for monitoring personal health and wellbeing, including sun safety, breast awareness and self-examination, testicular self-examination and cervical screening | Browse videos |
| KS5-H9 | To consistently access reliable sources of information and evaluate media messages about health - and how to make informed decisions about health, including vaccination/immunisation’ | Browse videos |
| KS5-H10 | How to register with and access health services in new locations | Browse videos |
| KS5-H11 | To recognise illnesses that particularly affect young adults, such as meningitis and ‘freshers’ flu’ | Browse videos |
| KS5-H12 | How to maintain a healthy diet, especially on a budget | Browse videos |
| KS5-H13 | How to maintain work-life balance, including understanding the importance of continuing with regular exercise and sleep, and balancing time onlineks5-h13 | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS5-H14 | To assess and manage risk and personal safety in a wide range of contexts, including online - about support in place to safeguard them in these contexts and how to access it | Browse videos |
| KS5-H15 | To manage personal safety in relation to travel, such as cycle safety, young driver safety, passenger safety, using licensed taxis and getting home safely | Browse videos |
| KS5-H16 | To travel safely around the UK and abroad - understand legal rights and responsibilities when travelling abroad, including passport, visa and insurance requirements | Browse videos |
| KS5-H17 | To perform first aid and evaluate when to summon emergency services, irrespective of any potential legal implications, for example, when the situation involves alcohol, drugs, gangs or violent crime | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS5-H18 | To develop a nuanced understanding of how to select appropriate contraception in different contexts and relationships | Browse videos |
| KS5-H19 | How to reduce the risk of contracting or passing on a sexually transmitted infection (STI) | Browse videos |
| KS5-H20 | How to take responsibility for their sexual health and know where, and how, to access local and national advice, diagnosis and treatment | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS5-H21 | To manage alcohol and drug use in relation to immediate and long-term health | Browse videos |
| KS5-H22 | To understand how alcohol and drug use can affect decision making and personal safety, including looking out for friends, safe travel and drink-spiking | Browse videos |
| KS5-H23 | The impact of alcohol and drug use on road safety, work-place safety, reputation and career | Browse videos |
| KS5-H24 | The risks of being a passenger with an intoxicated driver and ways to manage this | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS5-L1 | To be enterprising in life and work | Browse videos |
| KS5-L2 | To set realistic yet ambitious career and life goals which are matched to personal values, interests, strengths and skills | Browse videos |
| KS5-L3 | To evaluate the ‘next step’ options available, such as higher education, further training or apprenticeships, and gap year opportunities | Browse videos |
| KS5-L4 | The implications of the global market for their future choices in education and employment | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS5-L5 | How to identify and evidence their strengths and skills when applying and interviewing for future roles and opportunities | Browse videos |
| KS5-L6 | How to produce a concise and compelling curriculum vitae and prepare effectively for interviews | Browse videos |
| KS5-L7 | How to recognise career possibilities in a global economy | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS5-L8 | Their rights and responsibilities as students in casual, part-time jobs, including in the ‘gig economy’ks5-l8 | Browse videos |
| KS5-L9 | The importance of professional conduct and how it can be demonstrated in different workplaces including following health and safety protocols | Browse videos |
| KS5-L10 | To understand and appreciate the importance of workplace confidentiality and security including cyber-security and data protection | Browse videos |
| KS5-L11 | To recognise bullying and harassment in the workplace in all its forms and ways to seek or provide support to resolve the situation | Browse videos |
| KS5-L12 | The role of trade unions and professional organisations - when and how to constructively challenge workplace behaviours | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS5-L13 | How to plan expenditure and budget for changes in circumstances (e.g. when moving out or going to university)ks5 | Browse videos |
| KS5-L14 | To understand and manage salary deductions including taxation, national insurance and pensions | Browse videos |
| KS5-L15 | To evaluate savings options | Browse videos |
| KS5-L16 | To exercise consumer rights, including resolving disputes and accessing appropriate support | Browse videos |
| KS5-L17 | To manage financial contracts including, mobile phone services and renting items and accommodation - how to identify appropriate advice | Browse videos |
| KS5-L18 | To evaluate the potential gains and risks of different debt arrangements and repayment implications | Browse videos |
| KS5-L19 | To evaluate the risks in different financial ventures including illegal schemes e.g. illegal money transfers | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS5-L20 | To set and maintain clear boundaries around personal privacy and to manage online safety in all its forms, including seeking help when appropriate | Browse videos |
| KS5-L21 | To effectively challenge online content that adversely affects their personal or professional reputation | Browse videos |
| KS5-L22 | To build and maintain a positive professional online presence, using a range of technologies | Browse videos |
| KS5-L23 | How social media can expand, limit or distort perspectives and recognise how content they create and share may contribute to, or challenge this | Browse videos |
| KS5-L24 | To be a critical consumer of online information in all its forms, including recognising bias, propaganda and manipulation | Browse videos |
| KS5-L25 | When and how to report or access help for themselves or others in relation to extremism and radicalisation | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS5-R1 | How to articulate their relationship values and to apply them in different types of relationships | Browse videos |
| KS5-R2 | To recognise and challenge prejudice and discrimination and understand rights and responsibilities with regard to inclusion | Browse videos |
| KS5-R3 | To recognise, respect and, if appropriate, challenge the ways different faith or cultural views influence relationships | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS5-R4 | To manage mature friendships, including making friends in new places | Browse videos |
| KS5-R5 | To manage personal safety in new relationships, including online activity or when meeting someone for the first time whom they met onlineka5-r4 | Browse videos |
| KS5-R6 | To develop and maintain healthy, pleasurable relationships and explore different levels of emotional intimacy | Browse videos |
| KS5-R7 | To evaluate different degrees of emotional intimacy in relationships, the role of pleasure, how they understand the difference between ‘love’ and ‘lust’ | Browse videos |
| KS5-R8 | To use constructive dialogue to support relationships and negotiate difficulties | Browse videos |
| KS5-R9 | To manage the ending of relationships safely and respectfully, including online | Browse videos |
| KS5-R10 | To recognise the opportunities to build meaningful relationships in the workplace and the boundaries around professional relationships | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS5-R11 | To understand the moral and legal responsibilities that someone seeking consent has, and the importance of respecting and protecting people’s right to give, not give, or withdraw their consent (in all contexts, including online) | Browse videos |
| KS5-R12 | To understand the emotional, physical, social and legal consequences of failing to respect others’ right not to give or to withdraw consent | Browse videos |
| KS5-R13 | How to recognise, and seek help in the case of, sexual abuse, exploitation, assault or rape, and the process for reporting to appropriate authorities | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS5-R14 | To understand the implications of unintended pregnancy and young parenthood - to recognise the advantages of delaying conception, whilst acknowledging the changes in fertility with age | Browse videos |
| KS5-R15 | To negotiate, and if necessary be able to assert, the use of contraception with a sexual partner | Browse videos |
| KS5-R16 | How to effectively use different contraceptives, including how and where to access them | Browse videos |
| KS5-R17 | To evaluate the most appropriate methods of contraception in different circumstances (including emergency contraception) | Browse videos |
| KS5-R18 | To access the pathways available in the event of an unintended pregnancy and understand the importance of getting advice and support quickly | Browse videos |
| Objective | Description | Videos |
|---|---|---|
| KS5-R19 | To recognise and manage negative influence, manipulation and persuasion in a variety of contexts, including online | Browse videos |
| KS5-R20 | To recognise and manage different forms of abuse, sources of support and exit strategies for unhealthy relationships | Browse videos |
| KS5-R21 | To recognise forced marriage and ‘honour’ based violence - to get help for themselves or others they believe to be at immediate or future risk | Browse videos |
| KS5-R22 | To understand their rights in relation to harassment (including online) and stalking, how to respond and how to access support | Browse videos |
| KS5-R23 | Strategies to recognise, de-escalate and exit aggressive social situations | Browse videos |
| KS5-R24 | To evaluate the dangers and consequences of being involved in gangs, serious organised crime or carrying a weapon | Browse videos |
| KS5-R25 | Ways to celebrate cultural diversity, promote inclusion and safely challenge prejudice and discrimination | Browse videos |
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Guide: Video Collections on Teacher Portal
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